chapter 2
2-Dimensional vs 3-demensional CM
1 contrasting the two models
- focus on facts and skills, quoted as "inch-deep, mile-wide"(verb-driven /2D/traditional/coverage model)
- focus on facts/skills, concept, generalization/principle; deeper knowledge, transferable understanding, and high-order thinking(the third dimension:concept, principle and generalization as prominent; other demensions: facts/skills/topics as important components)
2 introducing structures of knowledge and process
- Expected Process-Based Performance: Report on a topic, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace (Source: U.S. Common Core State Standards for English Language Arts 4.SL.4)
- Generalization (Conceptual Understanding): To be clearly understood, effective presenters adapt their message and presentation style according to purpose and audience.
process-driven subjects like English Language Arts, World Languages, and the Visual and Performing Arts.
3 interplay of process and knowledge
- process and knowledge are complementray and symbiotic(duos).
- Knowledge is inert and of little use until put into action through a process that includes strategies and skills. Process like reading, writing, thinking, analyzing, producing, or creating cannot operate meaningfully without content.
- teachers should internize skill sets( in state academic standard/national curricula) and cognize(be cognizant of) developmental sequence for skills
4 constrasting instructional descriptions
- Unit plan- Animals around the world
conceputal lenses: habitat and adaptation;conceptual lenses effect synergistic thinking - Performance task
Algebra linear equations and functions: design waterslide
